Council on Medical Student Education in Pediatrics


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COMSEP 2008 Atlanta Meeting

Poster Presentation:

Utilizing Family-Centered Care to Facilitate Reflective Practice in Medical Students: A Qualitative Assessment

Nicole M Paradise Black, Maria N Kelly, Erik W Black, Meredith K DiPietro, and Maureen A Novak,
University of Florida College of Medicine & Educational Technology, University of Florida College of Education

Background: Current research supports the incorporation of family-centered care in hospital-based medicine as medical students, residents, patients and families of patients have reported a preference towards this practice. Research also suggests the ability to reflect consciously upon one s professional practice is considered important for the development of medical expertise. Additionally, studies imply successful physicians engage in reflective practice on a regular basis and the ACGME has incorporated this practice into its core competencies. To date, family-centered care, together with reflective practice, has limited exposure in pediatric educational research.
Objectives: The purpose of this study is to evaluate the impact of family-centered care on a key area of medical education: individual reflective assessments. It is hypothesized that medical students participating in hospital-based family-centered care will 1) demonstrate improved acquisition of pediatric knowledge and 2) experience self-growth as physicians.
Methods: Third year medical students (n=59) participated in a three phase research program: 1) exposure to both family-centered and 2) traditional rounds during their inpatient pediatric clerkship experience and 3) completion of a post-hoc reflective open-ended questionnaire.
Results: Results were obtained through the qualitative review of reflective questionnaires. Participants demonstrated an overwhelming appreciation for the comprehensive care experience provided by family-centered rounds. Findings indicate that when medical students participate in family-centered care and engage in the reflective process they are able to form determinations about their knowledge as a physician in training, and gain a better understanding of the physician s role in the comprehensive medical system. Reflection also allows for the facilitation of medical students recognition of personal knowledge deficiencies, as well as the formation of their identity as future resident physicians and attending physicians.
Conclusions: Through reflective assessments, the implementation of hospital-based family-centered care, as compared to traditional rounds, increased medical student self-report of pediatric knowledge acquisition and knowledge of physician importance in health care delivery, while facilitating their personal growth as physicians in training.